Technical patterns

The present research proposes an automatic system based on moving average (MA) and fuzzy logic to recognize technical analysis patterns including head and shoulder patterns, triangle patterns and broadening patterns in the Tehran Stock Exchange. The automatic system was used on 38 indicators of Tehran Stock Exchange within the period 2014-2017 in order to evaluate the effectiveness of technical patterns. Having compared the conditional distribution of daily returns under the condition of the discovered patterns and the unconditional distribution of returns at various levels of confidence driven from fuzzy logic with the mean returns of all normalized market indicators, we observed that in the desired period, after recognizing the pattern, all patterns investigated at the confidence level 0.95 with a fuzzy point 0.5 contained useful information, practically leading to abnormal returns.

The present study aims to investigate the technical and non-technical patterns of the curriculum in open and distance learning generations in order to identify the position of these foundations in the field of opinion and action. Decision-making in curriculum planning has a wide range and various groups are seeking to influence and participate in decisions related to curriculum planning. The research approach was descriptive-analytical and the strategy was qualitative and documentary. Curriculum planning is the process of predicting and preparing a set of learning opportunities for a specific population in order to achieve educational goals and objectives. This type of approach is applicable in technical curriculum planning. Another approach in curriculum planning is spontaneous decision-making and unplanned approach, which relates the planning process to the interactions between teachers and students. According to these two perspectives, a technical and non-technical approach to curriculum planning has emerged. Therefore, the teacher should select a small and limited framework of the curriculum process as a model and analyze and identify it in order to organize their educational activities in an appropriate situation and within the scope of that framework. In the present article, an overview of technical and non-technical curriculum patterns regarding educational requirements in the context of open and distance learning generations has been explored. The results in the curriculum patterns section support these patterns in the technical patterns section, including the Tyler model, and in the non-technical patterns section, including the Pinar model.